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Preparing Online Learning Readiness with Learner-Content Interaction: Design for Scaffolding Self-Regulated Learning

Preparing Online Learning Readiness with Learner-Content Interaction: Design for Scaffolding Self-Regulated Learning

Juhong Christie Liu, Elaine Roberts Kaye
Copyright: © 2016 |Pages: 28
ISBN13: 9781466695825|ISBN10: 146669582X|EISBN13: 9781466695832
DOI: 10.4018/978-1-4666-9582-5.ch009
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MLA

Liu, Juhong Christie, and Elaine Roberts Kaye. "Preparing Online Learning Readiness with Learner-Content Interaction: Design for Scaffolding Self-Regulated Learning." Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses, edited by Lydia Kyei-Blankson, et al., IGI Global, 2016, pp. 216-243. https://doi.org/10.4018/978-1-4666-9582-5.ch009

APA

Liu, J. C. & Kaye, E. R. (2016). Preparing Online Learning Readiness with Learner-Content Interaction: Design for Scaffolding Self-Regulated Learning. In L. Kyei-Blankson, J. Blankson, E. Ntuli, & C. Agyeman (Eds.), Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses (pp. 216-243). IGI Global. https://doi.org/10.4018/978-1-4666-9582-5.ch009

Chicago

Liu, Juhong Christie, and Elaine Roberts Kaye. "Preparing Online Learning Readiness with Learner-Content Interaction: Design for Scaffolding Self-Regulated Learning." In Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses, edited by Lydia Kyei-Blankson, et al., 216-243. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9582-5.ch009

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Abstract

Online learning readiness is fundamental to student successful participation, presence, and interaction in online courses. Effective facilitation of these key components depends on sound instructional design. In self-directed online environments, learner-content interaction and scaffolding self-regulated learning have been found of primary importance to generate meaningful learning. To provide a solution to the challenges of interoperability of various functions in synchronous online learning environments, this chapter presents a case study about the design and development of a self-paced orientation to help students acquire online learning readiness. Learner-content interaction is strategically utilized in the design to scaffold self-regulated learning. The results of the case study demonstrate that this orientation positively prepares students to be ready for learning in a synchronous online environment. The approach can be of practical use to individuals and groups.

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